.
Assessment Tools in Rehabilitation
Study Course Description
Course Description Statuss:Approved
Course Description Version:2.00
Study Course Accepted:19.02.2020 12:45:03
| Study Course Information | |||||||||
| Course Code: | REK_191 | LQF level: | Level 7 | ||||||
| Credit Points: | 6.00 | ECTS: | 9.00 | ||||||
| Branch of Science: | Clinical Medicine; Sports Medicine and Rehabilitation | Target Audience: | Rehabilitation | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Guna Bērziņa | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Rehabilitation | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 26a Anniņmuižas boulevard, rk rsu[pnkts]lv, +371 20271291 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 6 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 12 | ||||
| Classes (count) | 10 | Class Length (academic hours) | 6 | Total Contact Hours of Classes | 60 | ||||
| Total Contact Hours | 72 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Knowledge on World Health Organization’s (WHO) International Classification of Functioning, Disability and Health (ICF), its objectives, characteristics, definitions and structure. Understand various aspects of functioning – body functions and structures, activities and participation, as well as its interaction with health condition and contextual factors. | ||||||||
| Objective: | To improve the skills of students to apply various assessment methods and tools, critically analyse the results in specific clinical situations. Learning is focused on multiprofessional and evidence based perspective, as well as on holistic approach to health, the theoretical knowledge on the scientific substantiation of the use and application of the ICF to describe the functioning in various aspects, as well as theoretical and methodological knowledge on assessment tools and methods, their application in different specialities and situations in rehabilitation. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | The concept of the ICF and its application in various aspects of functioning | Lectures | 2.00 | METC | |||||
| Classes | 1.00 | METC | |||||||
| 2 | Scientific principles of the ICF Core Sets, its use in various clinical conditions | Lectures | 1.00 | METC | |||||
| Classes | 1.00 | METC | |||||||
| 3 | Theoretical aspect of functional evaluation. Assessment tools, selection and application | Lectures | 2.00 | METC | |||||
| Classes | 1.00 | METC | |||||||
| 4 | Generic assessment tools – analysis of properties | Classes | 1.00 | METC | |||||
| 5 | Disease-specific assessment tools – analysis of properties | Classes | 1.00 | METC | |||||
| 6 | Linking the assessment tools to the concept of the ICF | Lectures | 1.00 | METC | |||||
| Classes | 1.00 | METC | |||||||
| 7 | Linking the assessment tools to the functions and structures of the ICF, the analysis of properties | Classes | 1.00 | METC | |||||
| 8 | Linking the assessment tools to the activities and participation of the ICF, the analysis of properties | Classes | 1.00 | METC | |||||
| 9 | Tools for assessing environment | Classes | 1.00 | METC | |||||
| 10 | Analysis of the content of assessment tools and cross checking | Classes | 1.00 | METC | |||||
| Assessment | |||||||||
| Unaided Work: | 1. Work with literature: • Searching for evidence based data on the ICF use and effectiveness. • The linking of assessment tools, used in clinical practice, to the structure of the ICF. • Searching for information on assessment tools and methods, data collection and analysis. 2. Work with patients, work in a multiprofessional team. 3. Medical history taking and clinical evaluation, assessment of functional limitations and restrictions. 4. Presentation and analysis of work. | ||||||||
| Assessment Criteria: | Based on student’s participation and performance in fulfillment of tasks during the study course, as well as the performance in final report and presentation, the evaluation of study results is done in a 10 point grading system: • with distinction (10) – knowledge, skills and competences exceed requirements of the study course, student is able to perform research tasks independently and comprehends issues profoundly. • excellent (9) - knowledge, skills and competences matches requirements of the study course, student is able to independently use acquired knowledge. • Very good (8) – requirements of the study course is fully fulfilled, however, there is lack of some knowledge in separate domains of the study course, that prevents student from using these knowledge independently in solving complex problems. • good (7) - overall requirements of the study course is fulfilled, however, the lack of using these knowledges independently can be observed. • Almost good (6) - overall requirements of the study course is fulfilled, however, the comprehension of the issues is incomplete and student has limited ability to employ acquired knowledge. • satisfactory (5) – in general, the study course is acquired, however, there is unsatisfactory knowledge on some of the issues and student has limited ability acquired knowledge. • almost satisfactory (4) - in general, the study course is acquired, but lack of understanding of some basic concepts, significant difficulties in the practical application of the knowledge can be observed. • poor (3) - knowledge is superficial and incomplete, the student is unable to use it in certain situations. • very poor (2) - has superficial knowledge of only certain problems, most of the study course is not mastered. • very, very poor (1) - lack of understanding of the main subject of the subject, almost no knowledge in the study course. | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | • To understand the use of the ICF in clinical practice, planning of social services, data collection, education, making policies and other situations that are related to disability and functioning. • To understand the scientific principles of the ICF Core Sets and their application in various clinical conditions. • To understand the limitations and restrictions of functioning according to terminology of the WHO ICF, as well as analyse the problems in the context of the ICF structure. • To understand the psychometric properties of assessment tools that are used in rehabilitation according to traditional and modern test theories. • To understand the results of individual measurements and assessment tools and link them to structure of biopsychosocial model, provided by WHO. • To understand the application of measurements and evaluation methods according to the students’ speciality and in multiprofessional context of rehabilitation | ||||||||
| Skills: | To integrate the knowledge and apply the best available scientific evidence in selection of assessment methods for impairments, limitations and restrictions of functioning. Describe the disability and relate various outcomes of assessment of functioning according to the structure of the ICF. To integrate the knowledge and apply the best available scientific evidence in selection of assessment tools (measurements) for evaluation of functioning in specific clinical situations. To analyse how the results of clinical assessment and evaluation change in time. To plan the rehabilitation interventions of multiprofessional team based on the results of evaluation. | ||||||||
| Competencies: | • To critically evaluate and systematise information on functioning and disability from scientific, clinical and health perspectives. • To apply the concept of the ICF in clinical practice, planning of social services, data collection, education, policy making and other situations related to functioning and disability, according to the student’s rehabilitation speciality. • Reflect on and adopt the evidence based approach in functional evaluation working in multiprofessional rehabilitation team. • To be able to analyse the properties of used assessments from perspectives of science, clinical use and health, as well as critically evaluate the substantiation of the use of various methods in different clinical situations. • Express student’s views on evaluation methods in his/her rehabilitation speciality. • To transform the knowledge and skills on various assessments in rehabilitation into effective plan of rehabilitation interventions in specific clinical situations. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | International Classification of Functioning, Disability and Health: ICF Geneva: World Health Organization; 2001. (akceptējams izdevums) | ||||||||
| 2 | World Health Organization. How to use the ICF: A Practical Manual for usinf the International Classification of Functioning, Disability and Health (ICF). Exposure Draft for comment. October 2013. Geneva: WHO | ||||||||
| 3 | ICF Research Branch | ||||||||
| 4 | Bickenbach J., Cieza A., Rauch A., Stucki G. ICF Core Sets: Manual for Clinical Practice. Hogrefe Publishing; 2020 | ||||||||
| 5 | Streiner, D.L., & Norman, G.R. (latest edition). Health Measurement Scales. A Practical Guide to their Development and Use. Oxford: Oxford University Press, 2015 | ||||||||
| Additional Reading | |||||||||
| 1 | Finch, E., Brooks, D., Stratford, P.W., & Mayo, N.E. (latest edition). Physical Rehabilitation Outcome Measures. A Guidance to Enhanced Decision Making. Hamilton, Ontario: BC Decker Inc. | ||||||||
| 2 | Frank-Stromborg, M., & Olsen, S.J. (latest edition). Instruments for Clinical Health-Care Research. London: Jones and Bartlett Publishers, 2004 | ||||||||
| Other Information Sources | |||||||||
| 1 | Interneta resursi - Pubmed, Science direct u.c. datubāzes, patstāvīgo darbu un Sistemātiska literatūras pārskata veidošanai | ||||||||
